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It is no longer effective to provide information literacy instruction that is thought to be “good for” college students, but rather, instruction must focus on the learning styles and preferences of the target population. This case study reports a series of hands-on/minds-on information literacy activities that dissolve student's misconception that “techno-savvy” is synonymous with information literate. Careful and thorough instruction in the mining of popular Internet search engines for authoritative information was coupled with instruction in the use of traditional library resources. It was found that the college students studied possess a high need for clarity and a low tolerance for ambiguity, and therefore any activities assigned must be thoroughly, yet succinctly, described in order to achieve success. Combining traditional information literacy instruction with novel approaches appeals to the confidence in and reliance on Internet search engines that college students exhibit, while it moves this microcosm toward a higher level of information literacy and commitment to life long learning. 相似文献
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The purpose of the study was to evaluate an undergraduate distance education (DE) programme based upon adult learners’ perceptions. The study investigated the value of the Human Resource Development programme at the University of Arkansas by examining the students’ reasons for returning to college, their attitudes towards the programme and the impact that the programme has had upon their lives. The respondents viewed DE as the best opportunity for adult students to complete their degrees. Female participants had significantly more positive attitudes towards DE than male participants did. The respondents had positive attitudes towards the learning environment, the instructors in the programme, the cohort design of the programme and the content of the programme. However, there were mixed opinions concerning the economic benefit of participation in the programme. 相似文献
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Brown C 《Health information and libraries journal》2008,25(1):1-12
Question: How does health misinformation become part of the American and Canadian vernacular? Data sources and selection: Twenty‐three databases were searched for articles discussing university freshmen weight gain. Research articles were examined for methodology, number and gender of the participants and weight gain. Popular press articles were reviewed for the types of information published: expert/anecdotal, weight gain, nutrition, exercise, health and alcohol. A timeline of article publication dates was generated. Results: Twenty peer‐reviewed, 19 magazine, 146 newspaper, and 141 university newspaper articles were discovered. Appearance of media articles about the ‘Freshman 15’ mirrored the peer‐reviewed articles, yet the information did not reliably depict the research. Research indicated a weight gain of less than five pounds (2.268 kg), while half of the popular press publications claimed a 15‐pound (6.804 kg) weight gain. The misinformation was frequently accompanied by information about achieving weight control through diet, exercise, stress reduction and alcohol avoidance. Conclusion: Understanding of how the concept of the ‘Freshman 15’ developed indicates that remediation efforts are needed. Collaborative efforts between health science and academic librarians, faculty and journalists to construct new paradigms for the translation of scientific evidence into information that individuals can use for decisions about health and well‐being is suggested. 相似文献
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Traditional counselors have helped to perpetuate sex role stereotypes which prescribe restrictive behaviors for both women and men. One of the most logical places to begin helping counselors overcome their own sex biases and stereotypic behaviors is during the time of their training—in their counselor education programs in universities.Paper presented at the XIIth International Round Table for the Advancement of Counselling, June 22–26, 1986, University of Lund, Lund, Sweden. 相似文献
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The Contribution of Neighborhood and Family Income to Developmental Test Scores over the First Three Years of Life 总被引：6，自引：0，他引：6
Pamela Kato Klebanov Jeanne Brooks-Gunn Cecelia McCarton Marie C. McCormick 《Child development》1998,69(5):1420-1436
The effects of neighborhood and family income and family risk factors on developmental test scores at ages 1 through 3 are examined using a subsample (N = 347) from the Infant Health and Development Program. Beneficial effects of low numbers of risks were found for scores at ages 1 through 3. Family poverty was associated with lower scores at ages 2 and 3. Neighborhood affluence was associated with higher scores at age 3. The family risks-test score association at ages 1 through 3 and family income-test score association at ages 2 and 3 were mediated by home environment. Mediated effects were stronger for family income-test score associations at age 3 than for neighborhood income. Moderating effects of family risk on family and neighborhood income effects revealed an interaction between family poverty and risks for scores at age 3. Explanations for the early links between family risks and test scores and the later links between income and test scores are discussed. 相似文献
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Cecelia Monto 《Community College Journal of Research & Practice》2018,42(10):650-659
This study compared the effectiveness of courses taught in a five-week intensive hybrid format with courses taught in an 11-week traditional classroom format in order to explore options for expanding access to higher education in a community college setting. Course effectiveness was measured quantitatively with student academic performance indicators, such as grades, pass rates, pretest/posttest results, and student perceptions of academic rigor. The study is unique in that it investigated course effectiveness when intensive and hybrid instructional delivery methods were combined into one format. Additionally, the study compared matched pair courses with the same instructors and coursework who taught each course in both the five-week intensive hybrid format and the 11-week traditional format, which controlled for instructor influence on student learning. The historical rationale behind community colleges and contemporary initiatives to expand them have underscored the need to increase access by providing a range of options to higher education that meet the varying needs of students. The comparison found that the five-week hybrid course format was academically equivalent to the 11-week traditional format. The study indicates that course delivery combining hybrid and intensive instructional delivery can be academically effective and, therefore, has the potential to improve access in a community college setting. 相似文献
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David W. Sosnowski Wendy Kliewer Cecelia R. Valrie Marcia A. Winter Zewelanji Serpell Ananda B. Amstadter 《Child development》2021,92(2):746-759
Childhood adversity is linked to shortened telomere length (TL), but behavioral indicators of telomere attrition remain unclear. This study examined the association between adverse childhood experiences (ACEs) and child TL, and if ACEs were indirectly associated with TL through children’s self-regulatory abilities (i.e., effortful control and self-control). Hypotheses were tested using national data from teachers, parents, and their children (N = 2,527; Mage = 9.35, SD = .36 years). More ACEs were uniquely associated with short TL, and low self-control mediated the association between more ACEs and short TL. While longitudinal studies are needed to strengthen claims of causation, this study identifies a pathway from ACEs to TL that should be explored further. 相似文献